Goose Hunt or Rap: Media Effects on a Group of Native-Canadian Preadolescents
Bibliographic record
Abstract
Abstract / Resume purpose of this study was to examine the influence of popular media on one group of Native-Canadian preadolescents in a remote Cree community, and the effects of media on self-concept and future aspirations. While family and community influences were still prevalent, the media played an increasingly significant role in the social development of these preadolescents. They identify role models from both the traditional members of their community and celebrities of popular media. It appears that these young people have opted not to choose between traditional and contemporary cultural influences, but rather to value bothgo goose hunting and listen to Rap music. L'etude avait pour objectif l'examen de l'influence des medias populaires sur un groupe de preadolescents autochtones d'une collectivite crie eloignee et des effets des medias sur le concept de soi et les aspirations futures. Bien que les influences familiales et communautaires demeurent prevalentes, les medias jouent un role de plus en plus important dans le developpement social des preadolescents. Ces derniers suivent des modeles de role offerts par les membres traditionnels de la collectivite et les celebrites dont on parle dans les medias populaires. Les jeunes semblent avoir choisi de ne pas faire un choix entre les influences culturelles traditionnelles et contemporaines. Ils accordent plutot une valeur aux deux genres d'influences : ils vont a la chasse a l'oie et ecoutent de la musique rap. Introduction As they move from childhood (up to 9 years of age) to preadolescence (10-13 years of age), boys and girls begin to redefine themselves. Preadolescence is a complex stage that includes developing moral and ethical codes, constructing a new self-image and clarifying gender role conceptions (Harter, 1999). It is also a stage when most young people adopt role models in order to develop their self-identity (Bhabha, 1987; Howe & Strauss, 2000). Traditionally, children have found their role models in parents, teachers and community leaders (Brooks-Gunn, Duncan, Klebanov & Sealand, 1993; Catalano & Hawking, 1996). Furthermore, Fraser (1996) stressed that experiences gained within family setting, shape and influence future behavior of children. There has been a shift in contemporary society, and ideas, values and belief systems are often presented through the media (Giles & Maltby, 2003). According to Bandura (1977), learning new behaviors and new attitudes is acquired by observing models. He stated that: The salient symbolic modeling through the electronic media pervades peoples' daily lives (p. 169). Thus, the media play an important role in shaping preadolescents' beliefs, attitudes and perceptions (Bibby, 2001 ; Wartella, O'Keefe & Scantin, 2000). Some research has been conducted on media influence on children in Canada, but there is a gap in the research on elementary school children in Native communities concerning their media related habits and attitudes. purpose of this study was to explore how preadolescents in a remote Cree community in Canada, discuss their self-identities and their future aspirations, and disclose their patterns of media use. In particular, this study addressed three questions: 1. What patterns are evident in these preadolescents' habits of watching television, movies, music videos and listening to music? 2. Where do these preadolescents find their heroes and role models? 3. What impact, if any, do the media have on their future aspirations and their concept of self? Background According to Harter (1999), early adolescence is a period of rapid change and sometimes it can be a very confusing time for young people. Wexler (1992) described this period of life as a time when young people try to construct a personal identity to become somebody. This is also a period of adjustment to physical, social, emotional and intellectual changes as well as a progressive development of the sense of Who am I (Harter, 1999). …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".